University of Alberta

Course Guide for SPH 505 Fall 2014

Fundamentals Of Public Health Day/Time: Location:

Wednesdays; 9:00 AM – 11:50 AM ECHA L1 220

Instructor:

Teaching Assistants:

Padma Kaul, PhD Phone: (780) 492 - 1140 Email: [email protected] Office: 2-132 Li Ka Shing Centre

Qendresa Beka E-mail: [email protected]

Office Hours: Wednesdays 12:00 PM – 1:00 PM Location: ECHA 3-266 Or by appointment

Course Description (3-0-0) Credit hours This course provides an overview of the various disciplines making up and impacting public health. Given that this is a core course for all MSc specializations, it will include both generic (such as how to find and evaluate public health information; understanding the healthcare systems in Canada and other countries) and discipline-specific topics. Discussions will cover the Canadian health care system, social determinants of health, public health surveillance, infectious and chronic disease epidemiology and control, occupational health, health promotion, and public health issues in specific segments of the population, e.g. Aboriginal peoples, immigrant communities, children, etc.

Objectives

Upon completion of this course, students will be able to: 1. Gain insight into the main disciplines of public health. 2. Understand past failures and successes of public health strategies and interventions. 3. Discuss current issues and trends in public health research. 4. Recognize the extent of multi-disciplinary collaboration involved in public health research, policy, and advocacy.

Competencies The following are brief descriptions of topics that are included in the course. Students are expected to read the recommended materials, participate in class discussions and complete any assigned topic-specific activities. Students should comprehend the objectives of each discipline, recognize the organizations associated with each field, understand the responsibilities of professionals in each sector, and interpret the impact that each discipline has on public health. 1. Health Advocacy and Promotion To be a successful public health advocate one must be passionate and well informed about the issue at hand. Advocating for particular public health issues or strategies can influence decisions made by policy makers. For example, in many countries the public health focus lies on finding solutions for problems, but there are advocates who strive to shift the focus to prevention. 2. Social Determinants of Health Social factors, such as where people are born, live and work, have a significant impact on a population health. Stratification based on socioeconomic status results in unique exposures for different population groups. ‘Social determinants of health’ is a field that incorporates behavioral sciences such as psychology, sociology and geography into public health research. It is a complex problem that requires greater research and policylevel action. SPH 505 [2014] Course Syllabus

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3. Surveillance and Assessment of Population Public health surveillance is the ongoing collection, analysis and interpretation of health data essential for planning and policy implementation. Whether for infectious or chronic diseases, surveillance programs collect the information required for future action. Surveillance is necessary for public health because it detects changes, stimulates research and allows for more informed health care planning. 4. Chronic Disease Epidemiology With the reduction of infectious diseases, the greater public health focus lies on chronic disease epidemiology. Although there is an abundance of ongoing research on treating chronic diseases, public health is largely concerned with chronic disease prevention. Many diseases have no "cure" and thus prevention is the most effective way of reducing the chronic disease burden in society. 5. Aboriginal Health There is a large population of indigenous people in Canada. Outcomes such as life expectancy, obesity and chronic disease prevalence are much worse for indigenous communities. There are many risk factors that contribute to these public health issues. 6. Public Health Law Public health law is the study of legal powers and duties of the state to promote the conditions for people to be healthy. In a world of opposing views and opinions, law is important because it provides a body of rules that can be enforced. There are many ongoing topics for debate regarding public health law, for which both the provincial and national levels of government are involved. 7. The Canadian Healthcare System Canada has undergone many changes in health care organization throughout its history as a nation. The country as a whole has national criteria that must be met by each province, but each province has a unique governing structure and strategic plan. At an international level, Canada's public health framework is comparable to some of the highest ranked health care systems. 8. Health of Immigrant Populations Immigrants comprise an increasingly large proportion of the Canadian population. Studies have indicated discrepancies between immigrants and the rest of the Canadian population. Although a large portion of immigrants is able to quickly integrate into Canadian society, many succumb to economic or social circumstances that can cause negative health outcomes. Understanding the current trends of diseases and their determinants can aid decision-makers in creating policies to reduce health disparities. 9. Infectious Diseases There are various methods used for diagnosing infectious diseases. These methods can include acute care diagnosis, microscopy, serology, and molecular diagnostics. Diagnosis of infectious diseases contributes to many fields of public health: screening, surveillance, communicable disease control and outbreak investigation. SPH 505 [2014] Course Syllabus

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10. Child and Youth Data Lab (CYDL) – A case-study of child and youth health Part 1 CYDL is a research facility that links and analyzes administrative data, particularly pertaining to children, youth and families in Alberta, in order to provide information for policy relevant research. There are many steps involved data collection, linkage, analysis and distribution. However, when done comprehensively, this data can be useful for research and decision-making. 11. APPLE Schools – A case-study of child and youth health Part 2 The prevalence of chronic diseases in Canada is increasing. One way to promote healthy lifestyles in adults is to begin those habits as children. The APPLE Schools program focuses on school-based health promotion. By encouraging healthy eating and active living in children, it may reduce the rates of chronic disease occurrence in the future.

12. Occupational Health Occupational health focuses on protecting and promoting the health workers in all occupations. This includes physical, mental and social well-being. National and provincial governments both have legislation for worker rights. Work environments continually undergo risk assessment and risk management to ensure that standards are met.

Learning Resources

All required materials are made available through E-class. Lecture notes and reading materials will be uploaded to E-class prior to each session. There is no textbook for the course. A set of power point slides will form the basis for class discussion and evaluation. Additionally, we will discuss cases and specific articles to make the ideas concrete. Course readings that are suggested by visiting speakers will be posted at least a week in advance of when the topic will be discussed in class. These can be downloaded from the course page. I may occasionally mention items from mainstream media such as the Globe and Mail and the Edmonton Journal, or digital media such as podcasts that are relevant to our discussions. You should also feel free to bring such items to my attention.

Library

SPH 505 [2014] Course Syllabus

The University of Alberta library system’s website www.library.ualberta.ca details the range of services offered to students on and off campus. If you need further information or assistance, contact the Library's Electronic Reference Desk at University of Alberta, School of Public Health Page 4

www.library.ualberta.ca/ereference/index.cfm or call 1-800-2070172.

Course Evaluation Mid Point Evaluation: As is the case with all SPH instructors, I am interested in improving the course. I need to hear from you in order to do that well. I will gather feedback and recommendations from you at the mid-point of the course, by asking a student to administer and deliver an anonymous course evaluation back to the instructor(s). Final Course Evaluation: Following completion of the course, you will receive a standardized summative evaluation. Course evaluations will be done online by Test Scoring and Questionnaire Services. An invitation to participate in the survey is emailed to each student. One email will be sent for each start date, i.e., if a student has surveys with different start dates, they will receive multiple messages. Note that the message includes a login button.

Student Evaluation Assignment/Exams Assignment 1 Assignment 2 Midterm Examination End-of-Term Written Report End-of-Term Presentation Class Participation

Percentage 10% 10% 20% 20% 20% 20%

Date Sept 24, 2014 Oct 15, 2014 Oct. 22, 2014 Nov. 19, 2014 Nov. 19, 2014 - Dec. 3, 2014 Weekly

Evaluation of Course Work Assignments Individual assignments must be submitted in hard copy or electronic version on or before the due date. Late submissions will not be accepted. Further details will be provided 2 weeks prior to due date. Midterm: The mid-term will include material up to the end of the lecture on Oct. 15, 2014. Further information about the midterm structure and content will be given a week prior to the exam. If you miss the midterm exam, a make up exam will be scheduled for later, but not before December 2014. The make-up exam will cover the entire course content rather than just the content covered prior to the midterm exam. EOT Project: EOT project consists of a written report and a class presentation. You will be divided into teams SPH 505 [2014] Course Syllabus

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to research a public health issue. Your team presentation should not exceed 50 minutes and will be followed by a 30-minute question and answer session. All presentations should be in PowerPoint format and should be uploaded at least a day in advance of the presentation. The written report should not exceed 15 pages (double-spaced), excluding references. Contact the instructor for a list of suggested issues to address in the report. Class Participation: Class participation marks will be awarded as follows. If you show up on any class day, you get 4 points. If you contribute anything, you get 6. If you contribution is deemed substantial, you get 8. A full 10 is for truly noteworthy contribution. In all cases, the instructor will be the sole arbiter of the worth of your contribution. I will toss out your two worst performances and average the rest. Grading The University of Alberta Grading System The University of Alberta uses a letter grading system with a four-point scale of numerical equivalents for calculating grade point averages. Grades reflect judgments of student achievement made by instructors. These judgments are based on a combination of absolute achievement and relative performance in a class. Some instructors assign grades as intervals during the course and others assign marks (e.g. percentages) throughout the term and then assign a letter grade at the end. Instructors must adapt their approaches to reflect the letter grading system. Grade distribution should reflect those shown in this document. (EXEC 03 FEB 2003) Descriptor Excellent

Good Satisfactory Failure

Academic Integrity

Grading in Graduate Courses Letter Grade Grade A+ A AB+ B BC+ C CD+ D F

Point Value 4.0 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.0

Plagiarism is a serious offence. The University of Alberta is committed to the highest standards of academic integrity and honesty. Students should avoid any behaviour that could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is

SPH 505 [2014] Course Syllabus

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a serious offence and can result in suspension or expulsion from the University. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are urged to familiarize themselves with the UofA Code of Student Behaviour. Information and resources are also available at the Guide to Academic Integrity and the Academic Integrity Graduate Handbook maintained by the Office of Student Judicial Affairs at the University of Alberta.

SPH 505 [2014] Course Syllabus

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Schedule at a Glance Date Sept. 3

Topic 1. Health Advocacy and Promotion 2. Course content and Expectations

Instructor Louis Francescutti

Sept. 10

Social Determinants of Health

Lory Laing

Sept. 17

Surveillance and Assessment

Larry Svenson

Sept. 24

Chronic Disease Epidemiology

Kue Young

Oct. 1

Aboriginal Health

Sangita Sharma

Oct. 8

Public Health Law

Ubaka Ogbogu

Oct. 15

The Canadian Healthcare System

Don Phillipon

Assignment 2

Oct. 22

1. Health of Immigrant Populations 2. MIDTERM

Kathryn KingShier

Mid-Term

Oct. 29

Infectious Diseases

Nov. 5 Nov. 12

1. Child and Youth Data Linkage 2. APPLE Schools NO CLASS

Stephanie Yanow Xinje Ciu

Nov. 19

Student Presentations

Padma Kaul

Nov. 26

Occupational Health/Student Presentations

Jeremy Beach

Dec. 3

Student Presentations

Padma Kaul

SPH 505 [2014] Course Syllabus

Assignment

Assignment 1

EOT Written Reports

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